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Infused Shakespeare: Devising the Tr...

Keicher, Roger Edmund.

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Infused Shakespeare: Devising the Traditional in Shakespeare Performance.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Infused Shakespeare: Devising the Traditional in Shakespeare Performance./
Author:	Keicher, Roger Edmund.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2018,
Description:	56 p.
Notes:	Source: Masters Abstracts International, Volume: 57-05.
Contained By:	Masters Abstracts International57-05(E).
Subject:	Theater. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=10744800
ISBN:	9780355680010

Infused Shakespeare: Devising the Traditional in Shakespeare Performance.
Keicher, Roger Edmund.

Infused Shakespeare: Devising the Traditional in Shakespeare Performance. - Ann Arbor : ProQuest Dissertations & Theses, 2018 - 56 p.

Source: Masters Abstracts International, Volume: 57-05.

Thesis (M.A.)--State University of New York at Buffalo, 2018.

My thesis will explore how combing theatre practices can create a stronger Shakespeare pedagogy. I will argue that infusing various theatre practices with devising theatre techniques will give students more agency in the classroom. Giving the student agency will encourage them to invest more deeply into their education. By agency I mean if they feel they have a say in what and how information is shared with them, it will that give them the freedom to include their personal, social, and cultural life into the classroom work. They will use their experience to help understand Shakespeare and promote contribution to the classroom. I will be using Shakespeare's Romeo and Juliet as my primary text because I have worked with it extensively and it is a play with themes that many students can relate to; young love, rebelling against authority. I will be using Tectonic Theatre Project's Moment Work, Frantic Assembly's Chair Duets, and Goat Island's Performance Project in 5 Steps as three techniques/ starting points to integrate into more traditional techniques used by Cecily Berry and Kristin Linklater. Exploring the philosophies of these companies, I will show how various techniques can be infused into the work of Shakespeare pedagogy. By focusing on chapter two of Freire's Pedagogy of the Oppressed, I want to examine how it can be applied to Shakespeare pedagogy. Finding ways to use Freire's problem posing method and explaining how that can strengthen more traditional techniques will be examined. I will show how many devising theatre companies are already using theories like Freire's in their own practices, and how combining them with other techniques creates a stronger Shakespeare pedagogy.

ISBN: 9780355680010Subjects--Topical Terms:

522973
Theater.

Infused Shakespeare: Devising the Traditional in Shakespeare Performance.
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300 $a 56 p.
500 $a Source: Masters Abstracts International, Volume: 57-05.
500 $a Adviser: Eero Laine.
502 $a Thesis (M.A.)--State University of New York at Buffalo, 2018.
520 $a My thesis will explore how combing theatre practices can create a stronger Shakespeare pedagogy. I will argue that infusing various theatre practices with devising theatre techniques will give students more agency in the classroom. Giving the student agency will encourage them to invest more deeply into their education. By agency I mean if they feel they have a say in what and how information is shared with them, it will that give them the freedom to include their personal, social, and cultural life into the classroom work. They will use their experience to help understand Shakespeare and promote contribution to the classroom. I will be using Shakespeare's Romeo and Juliet as my primary text because I have worked with it extensively and it is a play with themes that many students can relate to; young love, rebelling against authority. I will be using Tectonic Theatre Project's Moment Work, Frantic Assembly's Chair Duets, and Goat Island's Performance Project in 5 Steps as three techniques/ starting points to integrate into more traditional techniques used by Cecily Berry and Kristin Linklater. Exploring the philosophies of these companies, I will show how various techniques can be infused into the work of Shakespeare pedagogy. By focusing on chapter two of Freire's Pedagogy of the Oppressed, I want to examine how it can be applied to Shakespeare pedagogy. Finding ways to use Freire's problem posing method and explaining how that can strengthen more traditional techniques will be examined. I will show how many devising theatre companies are already using theories like Freire's in their own practices, and how combining them with other techniques creates a stronger Shakespeare pedagogy.
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650 4 $a Performing arts education. $3 3173434
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